Class Gl/ If 1 1 

Book 

Copiglit N?_ 

COPYRIGHT DEPOSIT. 



1 




SCISSOR 
PICTURES 




A WORK BOOK 



AND A 



PICTURE BOOK 

For Children in the Home and School 




By ETHEL ELAINE BARR 



RAND, McNALLY <S CO. 

PUBLISHERS 



CHICAGO 




LIBRARY of CONGRESS 
Two CoDies Received 

MAY 10 1906 

Copyright Entry 
CLASS '(X XXc. No. 



£ rt 



COPYRIGHT, 1906, 

RAND, McNALLY & CO. 



INTRODUCTION 



^HE object of this'book is to furnish teachers and mothers with seasonable suggestions in 
the now much used free-hand paper-cutting. 

As the work in Scissor Pictures is done without a line or pattern of any kind it is 
to be hoped that the children will be encouraged to do their work in the same way and 
also to avoid cutting small and petty designs. 

Do we notice how much more interest is taken in a game or piece of work if 
we enter in with the little folks and forget that we are grown up? It is just so in cutting. 
If we cut with the children and not for them, watching for opportunities to praise and 
not for fault finding, we will find that there are more who are willing to try. Children will recognize 
their own weaknesses, and when their own work is placed with the work of others they recognize their 
failures and learn from each other. 

When Mary sees her mother or teacher cut a simple object from paper, even though it is roughly 
done, if there is a resemblance to the object in mind, the child is pleased, and with encouragement will 
try to do likewise, and very soon is able to cut alone. The little fingers may be taken, with the scissors, 
within one's own, and a simple object cut; the child, because her hand was there, feels that she can do 
the work, and with others working around her soon gains independence. 

If the teacher feels " I can't," how very soon it is felt in her small audience, and the " can't atmos- 
phere" is so contagious; little children feel unuttered thoughts and read weaknesses in their elders. 

Objects must be imaged perfectly in order to reproduce. Use models as for drawing ; use other pictures 
until the form is so stamped in the memory that it is a part of self, and then cut from the memory. We 
cannot reproduce if we do not know or cannot imagine how an object looks. 

Large cuttings, in which a free sweep of the scissors may be used, should be encouraged, and small, 
cramped designs discouraged. Encourage the cutting of an object from paper, leaving the margin of the 
paper whole. This has been prettily called " the shadow," and in some instances may be mounted, thus 
making another picture. The little " shadow " saves unnecessary scraps, and is very pleasing besides. Isolated 
objects may be cut at first, but soon, with suggestion, ground is made for the figures to stand upon. 

All seasons, songs, poems, stories bring simple mind pictures: Perhaps it is Christmas, if it be 
suggested that we cut a stocking — the simple thing first — we will probably get results. If we should ask for 
the eight reindeer, the sleigh, and Santa Claus himself, we will not succeed, and then think that such work 
as free cutting is impossible, when the cause is within ourselves. Ask for something that can be done first, 
and the children will take care of the rest. 

Have the children use scissors that are good and that would not discourage older people. Light-weight 
wrapping paper, cut into eight or ten inch squares, is easily handled and is cheap. If colored paper is used, 
especially black, save the eyesight and cut on the white side in a good light. 

This is an occupation that can be carried on at home, and is, when the interest is awakened and it is 
made possible. 




6 



INTRODUCTION 



Children are satisfied to play with the unmounted cuttings, and if the work is worth the mounting on 
neutral tints of bristol board and tied into books, it makes a satisfactory little thing to take home and the 
child gains in neatness and order in the mounting of it. The scraps very often mean something to the little 
ones, when we, with our educated eyes, do not see anything but a bit of paper. 

Those who have tried this work, and have put failure after it, in their minds, will, I hope, try again 
and many times. Those who have never tried will find endless pleasure and profit for the children and 
themselves in free-hand paper cutting. 

Free-hand cutting affords another method of expression. It is not a new art, and yet it is only within 
the last few years that it has held the attention educationally. Quietly but surely it has held its own and won 
its way. It intensifies the thought of a reading lesson or a story and commends itself to the teacher in the 
first few grades for busy work. The preparation of material is simple, and as soon as the children see the 
possibilities they can do the work quietly and with very little help. 

By free-hand cutting we mean the cutting of an object with scissors from blank paper without lines, 
patterns, or folded creases. It sounds as though it were a difficult thing to do, and the consequence is that 
the grown people, especially, will not try. The children — if it is taken for granted that every one can and 
does cut — will try, and very often will get very creditable little pictures. 

Clearness and definiteness is gained in this work, for there is no erasing, no filling in as there may be 
in drawing. There may be many papers spoiled in the first attempts, for the child must learn by experience 
in this as in other things. We are not necessarily discouraged in the teaching of other subjects beyond ever 
trying again, and yet there are so many who drop the scissors after the first attempt in this fascinating 
work and seem to think that they are trying the impossible. Every child can cut something if he has a 
clear mental picture and has the power in his hands. 

Free-hand, cutting strengthens the mind and memory, for the pictures must be formed and retained 
in order to be reproduced. The hands must be steady and sure ; therefore a child who is mentally or physi- 
cally tired should not be asked to do free-hand cutting. The results in this work are seen so quickly that 
from the work itself a child is not tired, only strengthened in mind an! body. 



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SCISSOR PICTURES 

On Wed nesday mend their little hose. 



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On Friday I play they are taken 



SCISSOR PICTURES 



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.51 




\ 




t Golden Locks was a little girl, 
9 Lovely and good. 

She strayed out one day 
And got lost in the wood, 
And was lonely and sad, 

Till she came where there stood 
The house which belonged 
To the Bears. 




SCISSOR PICTURES 




There were three chairs 

Standing all m a row: 
A big, big chair, 

A middle sized chair, 

And a wee, tiny chair. 



SCISSOR PICTURES 



53 



There were three beds by the wall: 

A big, big bed, a middle sized bed, 
And a wee, tiny bed. 



SCISSOR PICTURES 



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SCISSOR PICTURES 




"Nothing ever was sweeter. 
Let s kiss her and send her home! 



/ 

i 



58 SCISSOR PICTURES 




60 



SCISSOR PICTURES 




This is the malt that lay m the house that Jack built. 



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This is the dog that worried the cat. 




9 



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67 




This is the priest all shaven and shorn. 



SCISSOR PICTURES 



This is the cock that crowed at morn. 




70 



SCISSOR PICTURES 



This is the house that Jack built. This is the malt that lay in the house that Jack 
built. This is the rat that ate the malt that lay in the house that Jack built. This is the 
cat that killed the rat that ate the ma ^ tn2t lay in the hcu^e lhat Jack 

built. This is the dog that wor ried the cat that killed the rat 

that ate the malt that lay in the JOB «^^flfe~k h° Llse ^ 2C ^ built. This is 

the cow with the crumpled A m M Wm horn that tossed the dog that 

worried the cat that killed the ■ m rat that ate the malt that lay 

in the house that Jack built. vB^^ |l ^ is ^ c ma 'd cn a 'l forlorn 

who milked the cow with the crumpled horn that tossed the 

dog that worried the cat that killed ^^^^^^^^^ the rat that ate the malt that lay in 
the house that Jack built. This is the man all tattered and torn who loved the maiden all 
forlorn that milked the cow with the crumpled horn that tossed the dog that worried the 
^^^^^^^^ cat that killed the rat that ate the malt 

lay in the house that Jack built. This 

J^^J ^^^T % is the priest all shaven and shorn 
■ m who married the man all tattered 

I M ^^^^ ■ and torn who loved the maiden all 

\M M M forlorn who milked the cow with the 

^ ^^^r crum pl C( J norn tnat tossed the dog that 

^^^^ worried the cat that killed the rat that ate 
the malt that lay in the house that Jack built. This is the cock that crew at morn to 
wake the priest all shaven and shorn who married the man all tattered and torn who loved 
the maiden all forlorn who milked the cow with the crumpled horn that tossed the dog that 
worried the cat that killed the rat that ate the malt that lay in the house that Jack built 
This is the farmer sowing iiiftlfi lttHk». his corn who owned the 



cock that crew at morn to 
and shorn who married 
torn who loved the maiden 
cow with the crumpled 
that worried the cat that 
malt that lay in the house 




wake the priest all shaven 
the man dl tattered and 
all forlorn who milked the 
horn that tossed the dog 
killed the rat that ate the 
that Jack built. 



illi ran Ifr' 



LIBRARY OF CONGRESS 



042 002 





